Influence of ILA and RTM on the Achievement of Boys and Girls in Physics on the Topic: Cells and Simple Circuits

Abstract

The main objective of this study was to compare the achievement of boys and girls in Physics when Integrated Learning Approach (ILA) and Regular Teaching Methods (RTM) are used on the topic: cells and simple circuits. The study was quantitative, utilizing quasi experimental design of pre- test, post- test, and non-equivalent groups. A sample of 395 respondents from ten secondary schools was selected using multi stage and simple random sampling techniques. Two Physics Assessment Tests (PAT) were used to gauge students' achievement in Physics: PAT 1 and PAT 2. The validity of the items was good. The reliability coefficients of 0.803 and 0.791 were obtained for PAT1 and PAT2 respectively. Data analysis utilized t- test and ANOVA. The results obtained show that there was significant difference between boys and girls. The results of the study showed that ILA enhanced higher academic achievement for boys and girls in Physics compared to RTM.